環境教育起源於19世紀的英美社會，其歷來所關心議題（包括：敬畏自然、都市化問題、動物保護、資源保護、生態危機、環境權）之多樣性，都反映出其背後倫理考量之多樣性，因而若要整全認識環境教育，環境倫理學是不可或缺的基礎學問。
即便來到1990年代，環境教育因愈發重視永續發展，乍看之下，已漸漸演變成某種類似面貌，但由於永續發展概念迄今在考量後代子孫、科技進步、市場經濟、社會平等、自然價值等重大議題上，仍存在難以取得共識的爭議性，因而環境倫理學在剖析各種立場論據、進而完全掌握永續發展概念，將顯得格外重要。
因此，本課程將以環境教育所重視的永續發展為主題，帶領同學認識構成永續發展的數個議題背後的不同倫理考量，並藉由討論真實存在的臺灣環境議題，幫助同學深入掌握不同倫理考量的優缺點，進而使學生能自主地建立起屬乎個人的環境倫理觀與永續發展觀，並懂得如何將其應用至生活周遭環境議題中，並建立環境教育規劃與教學能力所需的倫理學基礎。
Environmental education originated in the British and American society in the 19th century. The diversity of issues it has always been concerned about (including: respect for nature, urbanization issues, animal protection, resource protection, ecological crisis, environmental rights) all reflect the diversity of ethical considerations behind it. Therefore, if we want to comprehensively understand environmental education, environmental ethics is an indispensable basic knowledge.
Even in the 1990s, environmental education paid more and more attention to sustainable development. At first glance, it has gradually evolved into something similar. However, since the concept of sustainable development has so far considered future generations, technological progress, market economy, and social equality, There are still controversies that make it difficult to reach consensus on major issues such as environmental protection and natural value. Therefore, environmental ethics will be particularly important in analyzing the arguments for various positions and fully grasping the concept of sustainable development.
Therefore, this course will take the theme of sustainable development, which is valued by environmental education, and lead students to understand the different ethical considerations behind several issues that constitute sustainable development. It will also help students gain a deeper understanding of different issues by discussing real environmental issues in Taiwan. The advantages and disadvantages of ethical considerations, thereby enabling students to independently establish their own personal environmental ethics and sustainable development concepts, and understand how to apply them to environmental issues around their lives, and establish the capabilities required for environmental education planning and teaching. ethical basis.
Caradonna, J. L. (2014). Sustainability: a History. New York, NY: Oxford University Press.
Grober, U. (2012). Sustainability: A cultural history (R. Cunningham, Trans.). Devon: green books.
Portney, K. E. (2015). Sustainability. Cambridge, MA: The MIT Press.
Scruton, R. (2012). Green Philosophy: How to Think Seriously About the Planet. London: Atlantic Books.
Wenz, P. S. (2001). Environmental ethics today. New York: Oxford University Press.
Caradonna, J. L. (2014). Sustainability: a History. New York, NY: Oxford University Press.
Grober, U. (2012). Sustainability: A cultural history (R. Cunningham, Trans.). Devon: green books.
Portney, K. E. (2015). Sustainability. Cambridge, MA: The MIT Press.
Scruton, R. (2012). Green Philosophy: How to Think Seriously About the Planet. London: Atlantic Books.
Wenz, P. S. (2001). Environmental ethics today. New York: Oxford University Press.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席狀況、口頭報告、書面報告、測驗出席狀況、口頭報告、書面報告、測驗 Attendance status, oral reports, written reports, tests |
100 |
